Students with Socioeconomic Disadvantages who have Academic Success in Language: Examining Academic Resilience in South America

Abstract

Framed in a context with an emerging economy and with a high percentage of school failure, this study aimed to identify the factors that turn students with socioeconomic disadvantages into resilient students. Two questions guided the research: Can resilience be supported in students in adverse socioeconomic situations? What factors influence building resilient students? A cross-sectional study was carried out from 2011 to 2015 in Chile, using a multilevel logistic regression model with three levels, considering the hierarchical data structure. The behavior of 63100 to 76400 sampled students was analyzed. Results show five relevant factors in building resilience: self-efficacy in language, minor aggressions and violence perceived by students, norms and values of the establishment, interest in study, and self-efficacy. Some risk factors identified were an atmosphere of less respect and trust, engagement in physical education activities and good performance in carrying them out. These results could orient educational leaders interested in supporting the educational community in order to improve the academic success of disadvantaged students.

Desarrollo de factores protectores y obstaculizadores de la resiliencia socioeducativa de niños y niñas, según la perspectiva docente

“…El informe del Programme for International Student Assessment (PISA) es una medición que permite aproximarse a las dimensiones socioculturales, al distinguir entre los niveles individuo y escuela. De esta manera es posible observar el rendimiento académico y la influencia en él del entorno familiar y, en especial, de todo el contexto educativo (García-Aracil et al, 2016;Salvo-Garrido et al, 2019), pues el informe proporciona datos comparables que posibilitan a los países mejorar sus políticas y estrategias educacionales.…”

“…Así, la relación establecida entre los sistemas socioecológicos podría disponer de derroteros estratégicos para el funcionamiento orientado a enfrentar las incertidumbres y los factores adversos generadores de estrés (Castillo-Villanueva y Velázquez-Torres, 2015). Y desde las políticas públicas, los factores protectores permiten proveer de oportunidades, estatus, recursos y estabilidad como elementos favorables al apoyo de adultos en actividades compartidas con los menores (García-Aracil et al, 2016;Gifre y Esteban, 2012;Salvo-Garrido et al, 2019).…”

Propiedades Psicométricas de la Escala de Connor-Davidson Resilience (CD-RISC) en Adolescentes Escolarizados Chilenos

“…Estudios recientes sobre bienestar psicológico y grado de felicidad de los adolescentes, han demostrado el rol de los recursos resilientes y el autoconcepto, para lograr resultados educativos favorables (Rodríguez-Fernández et al, 2016a), así como, una mayor implicación e integración a nivel conductual, emocional y cognitivo, con su comunidad educativa (Salvo-Garrido, San Martín, et al, 2020). Los adolescentes con mayores recursos resilientes, parecieran invertir mayor tiempo en las tareas de aprendizaje, siendo más participativos y con mejor rendimiento académico que los que poseen menores recursos en resiliencia (Rodríguez-Fernández et al, 2016b;Rodríquez-Fernández et al, 2018;Salvo-Garrido, Miranda-Vargas, et al, 2020).…”

Latent Regression Analysis Considering Student, Teacher, and Parent Variables and Their Relationship with Academic Performance in Primary School Students in Chile

“…Understanding the factors that reinforce or hinder the educational development of vulnerable populations is crucial for creating equitable conditions and ensuring that all students have adequate opportunities for future success [ 19 , 20 , 21 ]. Protective and risk factors have been identified in socio-educational development processes that influence student performance and stability over time [ 22 , 23 , 24 , 25 , 26 ]. In addition, a consensus has been established regarding the reciprocal influence between individuals and the environment in these processes [ 16 ].…”

“…Self-efficacy in language is understood as the students’ perceptions of their abilities and possibilities of achieving a suitable performance in this specific area [ 45 ], while interest in reading is defined as the level of pleasure or enjoyment taken from reading a text [ 46 , 47 ]. When established in early development, the perception of self-efficacy in language and interest in reading are considered important factors for coping with the difficulties that can arise at school [ 24 , 48 , 49 ]. In addition, the ability to read is also associated with attitudes toward autonomy, i.e., with undertaking activities in this area alone and asking for help only when required, as well as toward the use of information and communication technologies to reinforce these skills [ 50 , 51 , 52 , 53 ].…”